2015 CCSSE Survey Report

The Community College Survey of Student Engagement 2015 CCSSE Survey Report Prepared by: Saunya Amos Technical Assistant for Strategic Planning and Assessment, Enrollment & Student S

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The Community College Survey of Student Engagement

2015 CCSSE Survey Report

Prepared by:

Saunya Amos

Technical Assistant for Strategic Planning and Assessment,

Enrollment & Student Services

Reviewed by:

Camellia Inman

Director of Strategic Planning and Assessment,

Enrollment & Student Services

Data Contributions:

Strategic Planning and Assessment for Enrollment & Student Services

Institutional Effectiveness, Accreditation, and Research

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Table of Contents

CCSSE Benchmarks of Effective Educational Practice 11

Appendix A - CCSSE Participating Extra-Large Colleges through 2015 47

Appendix B - CCSSE Participating Colleges in North Carolina (31) 49

Appendix D – Extra-Large Colleges in the Comparison Group (Promising Practices) 51

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The Community College Survey of Student Engagement (CCSSE)

Overview of 2015 Survey Results Wake Technical Community College

Introduction

The Community College Survey of Student Engagement (CCSSE), a product and service of the Center

for Community College Student Engagement, provides information about effective educational practice

in community colleges and assists institutions in using that information to promote improvements in

student learning and persistence The Center‘s goal is to provide member colleges with results that can

be used to inform decision making and target institutional improvements Student engagement, or the

amount of time and energy students invest in meaningful educational practices, is the underlying

foundation for the Center’s work The CCSSE survey instrument is designed to capture student

engagement as a measure of institutional quality

CCSSE Member Colleges

CCSSE data analyses include a three-year cohort of participating colleges As an extra-large college,

Wake Technical Community College is compared against other extra-large institutions nationwide (see

Appendix A) This approach increases the total number of institutions and students contributing to the

national dataset; this in turn increases the reliability of the overall results In addition, the three-year

cohort approach minimizes the impact, in any given year, of statewide consortia participation

The 2015 CCSSE Cohort represents over 441,500 community college students from 704 community

and technical colleges in 47 states and the District of Columbia, three Canadian provinces, plus

Micronesia and the Marshall Islands Thirty-one colleges in North Carolina have administered the

survey within the past three years (Appendix B)

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CCSSE Sampling

In CCSSE sampling procedures, students are sampled at the classroom level The survey was

administered in classes randomly selected from all of the courses offered by the institution during the

spring academic term, excluding non-credit, dual-enrollment, distance learning, all but the highest level

ESL courses, labs, individual instruction, and individual study or self-paced classes

Of those students sampled at our institution, 1,190 respondents submitted usable surveys The number

of completed surveys produced an overall “percent of target” rate of 99% The maximum sample sizes

for each question answered on the 2015 survey follow:

WTCC 1,190 Ex-Large Colleges 82,401 2015 Cohort 441,500

2015 Student Respondent Profile

Please note that percentages may not add up to 100% in each category due to missing data and/or

rounding

Enrollment Status

33% of our surveyed students report being less than full-time college students, compared to 28% of the

2015 CCSSE Cohort colleges’ student respondents.67% of the student respondents at our college

report attending college full-time, while 72% of the 2015 CCSSE Cohort colleges’ student respondents

attended full-time

Population data1 for all students at our college are 69% less than full-time and 31% full-time This

inverse representation is a result of the sampling technique and the in-class administration process For

this reason, survey results are either weighted or disaggregated on the full-time/less than full-time

variable so that reports will accurately reflect the underlying student population

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Gender

43% of our student respondents are male and 55% are female,which is comparable to the 2015

CCSSE Cohort, which is 42% male and 58% female.

Racial Identification

WTCC avg sample size = 1,164 students

International Students

12.0% of our students responded yes to the question, “Are you an international student or foreign

national?” Our college has more international students than the 2015 CCSSE Cohort, of which 1% are

international

The results for the following student respondent categories are weighted according to the most recent IPEDS population data

Non-Native English Speaking Students

At our college, 21.5% of CCSSE respondents are non-native English speakers.

First-Generation Status

19.9% of student respondents indicate that neither parent has earned a degree higher than a high

school diploma nor has college experience; accordingly, these students are considered

"first-generation.”

Parent/Guardian Educational Status

18.7% indicate that their mothers’ highest level of education is a high school diploma (with no college

experience), and 22.5% indicate that level for their fathers’

2015 WTCC WTCC Population Ex-Large Colleges Population 2015 Cohort Population

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Family Status

College-Sponsored Activities

88.2% of students respondents do not participate in any college-sponsored activities (including

organizations, campus publications, student government, intercollegiate or intramural sports, etc.) while

8.5% typically spend only 1 to 5 hours per week participating in these activities

Educational Attainment

73.2% of respondents report starting their college careers at this community college Approximately 83.2% of students indicate that their highest level of educational attainment is a high school diploma or GED; 78.6% have completed fewer than 30 credit hours of college-level work; 10.8% report having either a certificate or an associate degree; 3.4% have earned a bachelor’s degree; and 1.4% have

earned an advanced degree

19 Since high school, which of the following types of schools have you attended other than the one you are now attending?

28 Do you have children who live with you?

31 Are you married?

2013 Wake Tech 2015 Wake Tech 2015 Ex-Large Colleges 2015 Cohort

Proprietary (private) school or training program

Public vocational-technical school

Another community or technical college

4-year college or university

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35 What is the highest academic credential you have earned?

21 At this college, in what range is your overall college grade average?

Pass/fail classes only

Do not have a GPA at this school

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22 When do you most frequently take classes at this college?

24 At what other types of institutions are you taking classes this term?

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25 How many classes are you presently taking at other institutions?

Total Credit Hours Earned

23 How many total credit hours have you earned at this college, not counting the courses you are currently taking this term?

*#23 Statistically significant (see Appendix C)

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External Commitments

51.5% of student respondents work 21 or more hours per week; 36.3% care for dependents at least six hours per week, with 16.9% caring for dependents more than 30 hours per week; and 22.3% spend at

least six hours per week commuting to class

Our students are faced with balancing responsibilities of school, family and work 23.3% of student respondents indicated that they have children who live with them and 14.2% responded that they are

married

Goals

17 Indicate which of the following are your reasons/goals for attending this college

(Secondary Goal or Primary Goal)

17a Complete a certificate program

17b Obtain an associate degree

17c Transfer to a 4-year college or university

17d Obtain or update job-related skills

17e Self-improvement/personal enjoyment

17f Change careers

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CCSSE Benchmarks of Effective Educational Practice

To assist colleges in their efforts to reach for excellence, the Center reports national benchmarks of

effective educational practice in community colleges Research shows that the more actively engaged

students are—with college faculty and staff, with other students, and with the subject matter—the more

likely they are to learn and to achieve their academic goals

CCSSE benchmarks are groups of conceptually related survey items that focus on institutional

practices and student behaviors that promote student engagement—and that are positively related to

student learning and persistence Benchmarks are used to compare each institution’s performance to

that of similar institutions and with the CCSSE Cohort Each individual benchmark score is computed

by averaging the scores on survey items that make up that benchmark Benchmark scores are

standardized so that the mean (the average of all participating students) always is 50 and the standard

deviation is 25 The five benchmarks of effective educational practice in community colleges are active

and collaborative learning, student effort, academic challenge, student-faculty interaction, and support

Support for Learners

2015 WTCC Ex-Large Colleges CCSSE 2015 Cohort 2015 Top-Performing Colleges

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Active and Collaborative Learning

Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives

4 In your experiences at this college during the current school year, about how often have you done each of the following? (Often or Very Often)

4b Made a class presentation [ACTCOLL]

4f Worked with other students on projects during class

4i Participated in a community-based project as a part of a

regular course [ACTCOLL]

4r Discussed ideas from your readings or classes with others

outside of class (students, family members, co-workers, etc.)

[ACTCOLL]

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Student Effort

Students’ behaviors contribute significantly to their learning and the likelihood that they will attain their educational goals “Time on task” is a key variable, and there are a variety of settings and means through which students may apply themselves to the learning process

6 During the current school year, about how much reading and writing have you done at this college?

4d Worked on a paper or project that required integrating ideas

or information from various sources [STUEFF]

4e Came to class without completing readings or assignments

6b Number of books read on your own (not assigned) for personal enjoyment or academic

enrichment

2013 Wake Tech 2015 Wake Tech 2015 Ex-Large Colleges 2015 Cohort

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Student Effort (Continued)

10 About how many hours do you spend in a typical 7-day week doing each of the following?

WTCC sample size = 1,164 students

13 How often do you use the following services at this college? (Sometimes or Often)

*13.1h Statistically significant (see Appendix C)

10a Preparing for class (studying, reading, writing, rehearsing, doing homework, or

other activites related to your program)

2013 Wake Tech 2015 Wake Tech 2015 Ex-Large Colleges 2015 Cohort

13.1d Peer or other tutoring [STUEFF]

13.1e Skill labs (writing, math, etc.) [STUEFF]

13.1h Computer lab [STUEFF]

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Academic Challenge

Challenging intellectual and creative work is central to student learning and collegiate quality Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance

5 During the current school year, how much has your coursework at this college emphasized the following mental activities? (Quite a bit or Very much)

Note: This benchmark directly relates to Wake Tech’s Critical Thinking Core Competency

50.9

53.4

53.7

54.5

4p Worked harder than you thought you could to meet an

instructor's standards or expectations [ACCHALL]

5a Memorizing facts, ideas, or methods from your courses and

readings so you can repeat them in pretty much the same form

(Not part of 2015 CCSSE Benchmarks)

5b Analyzing the basic elements of an idea, experience, or theory

[ACCHALL]

5c Synthesizing and organizing ideas, information, or experiences

in new ways [ACCHALL]

5d Making judgments about the value or soundness of

information, arguments, or methods [ACCHALL]

5e Applying theories or concepts to practical problems or in new

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Academic Challenge (Continued)

6 During the current school year, about how much reading and writing have you done at this college?

41.5

29.8

14.4

11.3

6a Number of assigned textbooks, manuals, books or book-length packs of course readings

18

9.9

6c Number of written papers or reports of any length

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Academic Challenge (Continued)

7 Mark the response that best represents the extent to which your examinations during the current school year have challenged you to do your best work at this college

9 How much does this college emphasize each of the following?

9a Encouraging you to spend significant amounts of time

studying [ACCHALL]

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Student-Faculty Interaction

In general, the more interaction students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress Working with an instructor on a project or serving with faculty members on a college

committee lets students see first-hand how experts identify and solve practical problems Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong

learning

*#4k Statistically significant (see Appendix C)

4k Used e-mail to communicate with an instructor [STUFAC]

4l Discussed grades or assignments with an instructor [STUFAC]

4m Talked about career plans with an instructor or advisor

[STUFAC]

4n Discussed ideas from your readings or classes with instructors

outside of class [STUFAC]

4o Received prompt feedback (written or oral) from instructors

on your performance [STUFAC]

4q Worked with instructors on activities other than coursework

[STUFAC]

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Support for Learners

Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning, academic skill development, and other areas that may affect learning and retention

9 How much does this college emphasize each of the following? (Quite a bit or Very much)

Some

13.1 How often do you use the following services at this college? (Sometimes or Often)

9c Encouraging contact among students from different

economic, social, and racial or ethnic backgrounds [SUPPORT]

9d Helping you cope with your non-academic responsibilities

(work, family, etc.) [SUPPORT]

9e Providing the support you need to thrive socially [SUPPORT]

9g Using computers in academic work (Not part of 2013 CCSSE Benchmarks)

13.1a Academic advising/planning [SUPPORT]

13.1b Career counseling [SUPPORT]

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Aspects of Highest Student Engagement

This graph displays the aggregated frequencies for the items which WTCC 2015 performed most favorably relative to the 2015 CCSSE Cohort

4 “In your experiences at this college during the current school year, about how often have you done each of the following?”

4b, 4d, 4k (% responding “Often + Very Often”)

6 “During the current school year, about how much reading and writing have you done at this college?” 6a (% responding “5 or More”)

9 “How much does this college emphasize each of the following?”

9a (% responding “Quite a bit + Very Much”)

* #4k Statistically significant (see Appendix C)

4b Made a class presentation [ACTCOLL]

4d Worked on a paper or project that required integrating

ideas or information from various sources [STUEFF]

4k Used e-mail to communicate with an instructor

[STUFAC]

6a Number of assigned textbooks, manuals, books, or

book-length packs of course readings [ACCHALL]

9a Encouraging you to spend significant amounts of time

studying [ACCHALL]

2015 Wake Tech 2015 Cohort

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Aspects of Lowest Student Engagement

This graph displays the aggregated frequencies for the items which WTCC 2015 performed least favorably relative to the 2015 CCSSE Cohort

4 “In your experiences at this college during the current school year, about how often have you done each of the following?” (% responding “Often + Very Often”)

4i, 4q (% responding “Often + Very Often”)

9 “How much does this college emphasize each of the following?”

9d, 9e (% responding “Quite a bit + Very Much”)

13 “How often do you use the following services at this college?”

13.1h (% responding “Sometimes + Often”)

* #13.1h Statistically significant (see Appendix C)

4i Participated in a community-based project as a part of a

regular course [ACTCOLL]

4q Worked with instructors on activities other than coursework

[STUFAC]

9d Helping you cope with your non-academic responsibilities

(work, family, etc.) [SUPPORT]

9e Providing the support you need to thrive socially [SUPPORT]

13.1h Computer lab [STUEFF]

2015 Wake Tech 2015 Cohort

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Select Findings

Student Satisfaction

WTCC sample size = 1,663 students

Developmental Education and ESL

8 Which of the following have you done, are you doing, or do you plan to do while attending

this college? (I plan to do + I have done)

20 When do you plan to take classes at this college again?

(Within the next 12 months)

26 Would you recommend this college to a friend or

family member?

(Yes)

27 How would you evaluate your entire educational

experience at this college?

8b English as a second language course

8c Developmental/remedial reading course

8d Developmental/remedial writing course

8e Developmental/remedial math course

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4s Had serious conversations with students of a different race or

ethnicity other than your own

4t Had serious conversations with students who differ from you

in terms of their religious beliefs, political opinions, or personal

values

4u Skipped class

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General Education and Workforce/Soft Skills

12 How much has your experience at this college contributed to your knowledge, skills, and personal development in the following areas? (Quite a bit or very much)

General Education

*Statistically significant (see Appendix C)

12a Acquiring a broad general education

12c Writing clearly and effectively

12d Speaking clearly and effectively

12e Thinking critically and analytically

12f Solving numerical problems

12g Using computing and information technology

2013 Wake Tech

2015 Wake Tech

2015 Ex-Large Colleges

2015 Cohort

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12b Acquiring job or work-related knowledge and skills

12h Working effectively with others

12i Learning effectively on your own

12j Understanding yourself

12k Understanding people of other racial and ethnic

backgrounds

12l Developing a personal code of values and ethics

12m Contributing to the welfare of your community

12n Developing clearer career goals

12o Gaining information about career opportunities

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